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Academic Achievement

Topic Overview

Academic Achievement Icon
Academic Achievement

Ability to perform in school may be moderated by the implicit beliefs about the relative intellectual abilities of girls and boys, as well as external social pressures. Discover strategies that level the playing field and provide opportunities for success to students of all genders.

Problems in the pipeline: Stereotype threat and women's achievement in high-level math courses

Social forces, such as stereotype threat, can cause women to underperform men in math examinations. This achievement gap can be closed or even reversed when strategies are implemented during testing that eliminate this threat, such as including statements at the beginning of an exam that indicate both genders tend to perform equally well on it.
Catherine Good, Joshua Aronson, Jayne Ann Harder
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The Negative Consequences of Threat: A Functional Magnetic Resonance Imaging Investigation of the Neural Mechanisms Underlying Women’s Underperformance in Math

When women are confronted with negative stereotypes about women and math ability, they underperform on math examinations, and activity in brain regions associated with depression and social rejection is seen.
Anne C. Krendl, Jennifer A. Richeson, William M. Kelle, Todd F. Heatherton
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Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland

Female students in all-female classes experience less stereotype threat and perform better in their mathematics grades than their female peers in coeducational classes, with no difference in their language grades.
Gerald Eisenkopf, Zohal Hessami, Urs Fischbacher, Heinrich W. Ursprung
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The Hillary Clinton effect: When the same role model inspires or fails to inspire improved performance under stereotype threat

When female students are reminded of successful role models whom they deem deserving of their success, they feel less pressure to represent their group through performance on a test.
Cheryl A. Taylor, Charles G. Lord, Rusty B. McIntyre, Rene M. Paulson
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The Short-Term Impacts of a Schooling Conditional Cash Transfer Program on the Sexual Behavior of Young Women

Educational conditional cash transfer programs lead to “win-win” scenarios for girls: increases in their schooling and reductions in risky sexual behavior.
Sarah Baird, Ephraim Chirwa, Craig McIntosh, Berk Özler
Read More

Topic Overview

Academic Achievement Icon
Academic Achievement

Ability to perform in school may be moderated by the implicit beliefs about the relative intellectual abilities of girls and boys, as well as external social pressures. Discover strategies that level the playing field and provide opportunities for success to students of all genders.

The Negative Consequences of Threat: A Functional Magnetic Resonance Imaging Investigation of the Neural Mechanisms Underlying Women’s Underperformance in Math

When women are confronted with negative stereotypes about women and math ability, they underperform on math examinations, and activity in brain regions associated with depression and social rejection is seen.
Anne C. Krendl, Jennifer A. Richeson, William M. Kelle, Todd F. Heatherton
Read More

Academic performance and single-sex schooling: Evidence from a natural experiment in Switzerland

Female students in all-female classes experience less stereotype threat and perform better in their mathematics grades than their female peers in coeducational classes, with no difference in their language grades.
Gerald Eisenkopf, Zohal Hessami, Urs Fischbacher, Heinrich W. Ursprung
Read More

Problems in the pipeline: Stereotype threat and women's achievement in high-level math courses

Social forces, such as stereotype threat, can cause women to underperform men in math examinations. This achievement gap can be closed or even reversed when strategies are implemented during testing that eliminate this threat, such as including statements at the beginning of an exam that indicate both genders tend to perform equally well on it.
Catherine Good, Joshua Aronson, Jayne Ann Harder
Read More

The Hillary Clinton effect: When the same role model inspires or fails to inspire improved performance under stereotype threat

When female students are reminded of successful role models whom they deem deserving of their success, they feel less pressure to represent their group through performance on a test.
Cheryl A. Taylor, Charles G. Lord, Rusty B. McIntyre, Rene M. Paulson
Read More

The Short-Term Impacts of a Schooling Conditional Cash Transfer Program on the Sexual Behavior of Young Women

Educational conditional cash transfer programs lead to “win-win” scenarios for girls: increases in their schooling and reductions in risky sexual behavior.
Sarah Baird, Ephraim Chirwa, Craig McIntosh, Berk Özler
Read More
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